Individualised mathematics instruction with rural academic students
| dc.contributor.author | Morrell, Sidney H. | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Butt, Richard | |
| dc.date.accessioned | 2010-03-16T19:54:33Z | |
| dc.date.available | 2010-03-16T19:54:33Z | |
| dc.date.issued | 1995 | |
| dc.description | viii, 101 leaves : ill. ; 29 cm. | en |
| dc.description.abstract | The British Columbia Royal Commission on Education (1988) submitted to the government of the day a number of recommended changes to the educational system. The Commission considered these changes necessary for a person to be a contributing member of society in the next century. Most of the Commissions' recommendations were accepted and have been the foundation for all subsequent policy directives. The restructuring of the educational system as indicated by the policies of the Department of Education appears to be headed towards a self paced curriculum. At the very least it will no longer be group paced because students learn at different rates. One way to achieve this would be through individualised instruction. This project developed modules for the delivery of the grade ten trigonometry unit based upon this mode of instruction. The modules incorporated guided instruction in the form of guided examples as a means of ensuring student understanding. Six students, four females and two males, were interviewed about their experiences with the modules. Student initial attitudes to the modules were somewhat negative due to previous student experiences with early versions of the modules. Student attitudes rapidly changed to a positive reaction as they worked their way through the revised and final version of the modules. Further analysis of the interviews indicates that the mode of instruction had positive affects on self esteem. It also suggests that the mode of instruction tends to lead students into choosing their learning environment and peer tutoring. Though all the students indicate that the guided instruction modules prepared them for the exercises the students did not perform well on summative evaluations. The project does suggest that the failure of this mode of instruction to successfully convey the necessary concepts, as measured by designed evaluations, may stem from the students lacking the skills necessary for this mode of instruction; skills such as questioning oneself, looking for connections between concepts and self-motivation among others. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/859 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Individualized instruction -- Case studies | en |
| dc.subject | Mathematics -- Study and teaching (Secondary) -- Case studies | en |
| dc.title | Individualised mathematics instruction with rural academic students | en |
| dc.type | Thesis | en |